Dr. Greg Roberts

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  texasreading.org/utcrla/pd/elarteks.asp - [Cached Version]
  Published on: 10/4/2009    Last Visited: 10/4/2009  

  Greg Roberts
  
  Funding Agency
  
  Texas Education Agency

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  velcustomer.voyagerlearning.com/news/release5.jsp - [Cached Version]
  Published on: 11/13/2002    Last Visited: 5/19/2008  

  The results of these studies, reported by Greg Roberts, Ph.D., a program evaluator at Evaluation Research Services (ERS) in Austin, Texas, provide conclusive evidence that the Voyager Universal Literacy System® is highly effective in teaching children to read.
  
  The full report is available here.
  
  "The Voyager Universal Literacy System's® results are impressive," said Dr. Roberts."In the school districts studied, a significantly greater percentage of this year's first and second graders have begun school reading at grade level, compared to last year."
  
  In addition to the results reported by Greg Roberts, a control and treatment study of economically disadvantaged students who used the Universal Literacy System was conducted by Dr. Steven Hecht from Florida Atlantic University and Dr. Joseph K. Torgesen from Florida State University.
  ...
  Dr. Roberts' evaluation report and the published results of the study by Dr. Hecht and Dr. Torgesen are part of a series of quantitative and qualitative research studies evaluating the effectiveness of the Voyager Universal Literacy System®.

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  www.vbisd.org/discus/messages/245/3071.html - [Cached Version]
  Published on: 10/26/2006    Last Visited: 3/5/2007  

  Dr. Greg Roberts, Director, Special Education Strand of the Center on Instruction

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  texasreading.org/utcrla/about/leadership.asp - [Cached Version]
  Published on: 12/13/2008    Last Visited: 12/13/2008  

  Greg Roberts, Ph.D. is Director of the VGC, Principal Investigator and Director of the Special Education Strand of the Center on Instruction, and Principal Investigator for Dissemination Core of the Texas Center on Learning Disabilities.Dr. Roberts has an undergraduate degree in special education and is trained as an educational psychologist, with expertise in quantitative methods, measurement, and program evaluation.He has provided external evaluation for projects in education, health care, and industry.Recent projects have included the state-level evaluations of the Hawaii Reading First Initiative, the Oregon Reading First Initiative, and the Alabama Reading First Initiative.He was the evaluator also of PiHanaNaMamo, an OSEP-funded project supporting native Hawaiian high school students in special education.He has published in tier 1 multidisciplinary journals and contributed chapters to books on reading instruction, measurement, and response to intervention.

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  texasreading.org/utcrla/about/leadership.asp - [Cached Version]
  Published on: 11/3/2007    Last Visited: 11/3/2007  

  Greg Roberts, Ph.D. is Associate Director of the VGC, Principal Investigator and Director of the Special Education Strand of the Center on Instruction, and Principal Investigator for Dissemination Core of the Texas Center on Learning Disabilities.Dr. Roberts has an undergraduate degree in special education and is trained as an educational psychologist, with expertise in quantitative methods, measurement, and program evaluation.He has provided external evaluation for projects in education, health care, and industry.Recent projects have included the state-level evaluations of the Hawaii Reading First Initiative, the Oregon Reading First Initiative, and the Alabama Reading First Initiative.He was the evaluator also of PiHanaNaMamo, an OSEP-funded project supporting native Hawaiian high school students in special education.He has published in tier 1 multidisciplinary journals and contributed chapters to books on reading instruction, measurement, and response to intervention.

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  texasreading.org/utcrla/news/2005-12/grant.asp - [Cached Version]
  Published on: 1/1/2005    Last Visited: 7/28/2008  

  Greg Roberts
  ...
  Greg Roberts, Principal Investigator and Director
  
  The Vaughn Gross Center for Reading and Language Arts has been awarded a $3 million, five-year federal grant to establish the Center on Instruction in Special Education, which will aid regions across the nation in bridging the "research-to-practice gap" for students with disabilities.
  
  "There is a lot of quality research out there, but only a small fraction actually gets to the students," said Vaughn Gross Center researcher and former special education teacher Greg Roberts, who will serve as principal investigator (PI) and director of the new center."We will target building the knowledge base in effective and efficient ways of delivering instructional services to students with disabilities."
  
  The new center is one of five "nodes" created in a $6 million U.S. Department of Education grant.The Center on Instruction in Special Education received the largest share of the grant total, Roberts said, because its subject area overlaps the other four — it must work with the other groups to adapt their instruction for students with disabilities.
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  A network of 20 regional centers nationwide will disseminate the information and tools the five main nodes develop. "We will synthesize, summarize, and meta-analyze existing research and use that to create materials for the 20 regional centers to use in training teachers, administrators, and other school personnel," Roberts said.
  
  The Center on Instruction in Special Education will focus on research and technical assistance with an emphasis on response to intervention (RTI) models — such as the 3-Tier Reading Model — as advocated in the Individuals with Disabilities Education Improvement Act.The primary functions of the new center will include crafting research syntheses; creating materials for training and professional development; and providing technical support to states in applying scientifically based research, ensuring access to appropriate instruction and content, and identifying students for special education services.
  
  "Central to our work will be identifying students who are in need of additional instructional services and supports and then developing effective ways of organizing and delivering just that," Roberts said.
  
  The new center will serve educators of students ages 3 to 21 with a wide variety of disabilities (blindness, health impairments, learning disabilities, emotionally disturbed students, etc.), with a particular emphasis on literacy and math at the elementary school and middle school levels.To accommodate the cultural and language diversity present in today's schools, collaboration with the ELL Center in Houston and the Reading Center at Florida State will be key.
  
  "The proposal for the node system drew upon an integrated model," Roberts said."Necessity will make it even more so."
  
  Roberts said that although the exact staffing of the new center has not yet been determined, planning meetings already are under way between the five primary research nodes.
  
  "We are officially open for business," he said.
  
  Roberts' new position will mark his first stint as a PI for a Vaughn Gross Center project, and he will now serve on the Center's Board of Directors.He will continue in his role as deputy director of the Central Regional Reading First Technical Assistance Center (CRRFTAC).

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  texasreading.org/utcrla/news/2005-12/grant.asp - [Cached Version]
  Published on: 1/1/2005    Last Visited: 11/3/2007  

  Greg Roberts
  ...
  Greg Roberts, Principal Investigator and Director
  
  The Vaughn Gross Center for Reading and Language Arts has been awarded a $3 million, five-year federal grant to establish the Center on Instruction in Special Education, which will aid regions across the nation in bridging the "research-to-practice gap" for students with disabilities.
  
  "There is a lot of quality research out there, but only a small fraction actually gets to the students," said Vaughn Gross Center researcher and former special education teacher Greg Roberts, who will serve as principal investigator (PI) and director of the new center."We will target building the knowledge base in effective and efficient ways of delivering instructional services to students with disabilities."
  
  The new center is one of five "nodes" created in a $6 million U.S. Department of Education grant.The Center on Instruction in Special Education received the largest share of the grant total, Roberts said, because its subject area overlaps the other four , it must work with the other groups to adapt their instruction for students with disabilities.
  ...
  A network of 20 regional centers nationwide will disseminate the information and tools the five main nodes develop. "We will synthesize, summarize, and meta-analyze existing research and use that to create materials for the 20 regional centers to use in training teachers, administrators, and other school personnel," Roberts said.
  
  The Center on Instruction in Special Education will focus on research and technical assistance with an emphasis on response to intervention (RTI) models , such as the 3-Tier Reading Model , as advocated in the Individuals with Disabilities Education Improvement Act.The primary functions of the new center will include crafting research syntheses; creating materials for training and professional development; and providing technical support to states in applying scientifically based research, ensuring access to appropriate instruction and content, and identifying students for special education services.
  
  "Central to our work will be identifying students who are in need of additional instructional services and supports and then developing effective ways of organizing and delivering just that," Roberts said.
  
  The new center will serve educators of students ages 3 to 21 with a wide variety of disabilities (blindness, health impairments, learning disabilities, emotionally disturbed students, etc.), with a particular emphasis on literacy and math at the elementary school and middle school levels.To accommodate the cultural and language diversity present in today's schools, collaboration with the ELL Center in Houston and the Reading Center at Florida State will be key.
  
  "The proposal for the node system drew upon an integrated model," Roberts said."Necessity will make it even more so."
  
  Roberts said that although the exact staffing of the new center has not yet been determined, planning meetings already are under way between the five primary research nodes.
  
  "We are officially open for business," he said.
  
  Roberts' new position will mark his first stint as a PI for a Vaughn Gross Center project, and he will now serve on the Center's Board of Directors.He will continue in his role as deputy director of the Central Regional Reading First Technical Assistance Center (CRRFTAC).

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  www.schoolsmovingup.net/cs/smu/view/e/2818?x-t=smu.pres - [Cached Version]
  Last Visited: 2/22/2009  

  Gregory Roberts SchoolsMovingUp - Snapshots of RTI Implementation
  ...
  Gregory Roberts
  ...
  Greg Roberts, Ph.D. is Associate Director of the Vaughn Gross Center for Reading and Center. He is Principal Investigator and Director of the Special Education Strand of the National Content Center on Instruction, Principal Investigator of the Dissemination Core for the research-oriented, NIH-funded Texas Center for Learning Disabilities, and past Co-Director of the Central Center for Reading First Technical Assistance (CCRFTAC). He is trained as an educational research psychologist with expertise in quantitative methods and has directed evaluation projects of programs in education, social services, and health care. He is an external evaluator for the Reading First programs in the states of Hawaii and Oregon, and he directs evaluation of the Pihana Na Mamo project, a DOE-funded program supporting post-secondary transition of Native Hawaiian students with disabilities. He has published in multidisciplinary Tier 1 journals using structural equation models, meta-analysis, and multi-level models. He was the 1995-1996 Hogg Foundation Fellow in Mental Health Program Evaluation. Dr. Roberts has an undergraduate degree in special education and has taught primary-aged children with emotional disabilities and first and sixth grades.

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  www.meadowscenter.org/archives/events/2009q1.asp - [Cached Version]
  Published on: 8/3/2009    Last Visited: 8/5/2009  

  Greg Roberts, Associate Director of MCPER, presented his findings from a recent study on February 10. In this presentation, entitled Estimating and Comparing Reading Achievement Trends Across Three Primary Language Groups, normative reading trajectories through fifth grade for the population of English-proficient language minority (Spanish- and Asian language-speaking) students attending U.S. public schools are presented and discussed.

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  1998 Conference Concurrent Sessions and Panels/Posters - [Cached Version]
  Published on: 3/2/1999    Last Visited: 2/2/2001  

  Greg Roberts, Research Associate, University of Texas at Austin
  
  Participants had the opportunity to discuss the complex issues surrounding family/person-centered, interdisciplinary planning.The content included the activities of the CDC funded On the Right Track Grant, which focused on the assessment and prevention of secondary conditions in people with disabilities.Our goal was to develop a planning method in which the individual's quality of life goals are agreed to be what the team members (family members, physicians, educators, and psychologist) work toward.

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